My Math Academy, Grade 2

Evaluation for 1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.

The TEKS Guide for My Math Academy presents grade-level TEKS in an organized table by domain, TEKS code, and standard description. This structure allows educators to identify standards addressed throughout the materials and connect instructional content to grade-level expectations. The guidance also supports educators in locating TEKS-aligned concepts and instructional skills within the adaptive learning pathways. However, the materials do not include the ELPS within the alignment guidance and do not provide connections between language proficiency standards and instructional content. Additionally, the materials do not identify ELPS-aligned supports, language objectives, or language-development guidance within the alignment documentation.

The materials include a rationale for horizontal alignment within the same grade level by demonstrating how mathematical concepts are interconnected and sequenced to support student understanding. Visual learning pathways and accompanying explanations describe how students progress through differentiated instructional paths based on demonstrated performance and instructional needs. The materials explain how adaptive pathways vary in focus and complexity to support targeted instruction within the grade level. The materials also explain how adaptive learning pathways are generated and organized within the program. For example, student performance data determines progression through TEKS-aligned learning paths and identifies appropriate instructional entry points for differentiated support. However, the materials do not include a rationale for vertical alignment across grade levels and do not demonstrate how concepts and skills build from one grade level to the next within the adaptive progression model.

Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.

The materials include an implementation guide with usage recommendations and strategies for effective educator use across a variety of instructional settings. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy includes implementation models that recommend students use the program for at least 45 minutes per week over the course of a semester. Educators are supported in implementing the program in whole-group, small-group, intervention, blended learning, and independent practice environments, as well as with home and extended learning opportunities. They are provided with recommendations for adapting instruction to support diverse student needs through differentiated instructional models and flexible implementation structures. The guide also describes a blended learning rotation model in which students rotate between educator-led instruction, collaborative activities, and independent digital practice. Additionally, the digital platform provides educators with student progress data and recommends grouping strategies and targeted instructional activities to support instructional decision-making and differentiated support across instructional contexts.

Educators are guided on using the resources as a comprehensive course as well as on assigning targeted lessons and learning pathways to support intervention, enrichment, and extension. They are provided with flexible implementation options that support one-to-one, small-group, whole-group, and independent instructional settings. They are guided on adapting instruction based on student performance and instructional needs. For example, the Guide to Differentiated Instruction explains how the digital platform tracks student progress and provides recommendations for grouping students and assigning targeted instructional activities. The materials include ready-to-use activities that extend instruction beyond digital use and support implementation across instructional contexts. Additionally, educators are provided with recommendations for minimum program usage, including suggested minutes per week and duration of use, to support consistent and effective implementation.

Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.

The “Progress by Standards” dashboard allows educators to view TEKS-aligned lessons, activities, and student progress data within the platform. The dashboard presents instructional content in a TEKS-aligned format that connects standards to corresponding lessons and activities. Educators can monitor student mastery of specific skills and identify areas where additional instructional support may be needed. The materials also include recommended skill entry points based on diagnostic assessment results. Adaptive placement assessments evaluate student understanding and generate domain-specific learner profiles that identify appropriate starting points within the TEKS-aligned learning progression. For example, a student may demonstrate proficiency in number sense while requiring additional support in operations, resulting in targeted instructional recommendations and differentiated learning pathways. Additionally, educators can access data-informed student groupings and TEKS-aligned instructional recommendations to support individual, small-group, and whole-group instruction based on diagnostic performance.

Educators are provided with placement and assessment reports that recommend skill entry points based on diagnostic assessment results. The Assessment and Reporting Guide explains how diagnostic tools evaluate student understanding and determine appropriate starting points within a TEKS-aligned progression of skills and learning pathways. These reports provide educators with detailed information about student performance and support instructional planning based on identified strengths and areas of need. The adaptive materials also allow educators to review and adjust recommended skill entry points based on individual student needs. Comprehensive placement reports provide insights into students’ initial skill levels and recommend targeted starting points to support differentiated instruction. For example, the diagnostic process described in the materials directs students to appropriate entry points within personalized, standards-aligned learning pathways, which enables educators to design targeted instructional experiences for individual students and groups.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

The materials do not include protocols with corresponding guidance for unit or lesson internalization. While the materials provide online adaptive lessons and instructional content, they do not include clear steps, routines, or expectations to support educators in internalizing units or lessons prior to instruction. Additionally, the materials do not provide protocols for educators to analyze lesson components, anticipate student responses, identify instructional priorities, or prepare for implementation of adaptive lessons. As a result, the materials lack guidance to support educator internalization of both unit-level and lesson-level instruction.

Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.

Located in the Educator Center, the “Leadership Strategies for Effective Program Launch” professional learning course provides instructional leaders with information about program structure, pacing recommendations, and effective instructional strategies to support implementation across instructional settings. Additionally, the materials include tools and resources that support leaders in monitoring educator implementation and student progress. For example, instructional leaders have access to implementation roadmaps, checklists, model lessons, data analysis resources, and training modules designed to support educator implementation. The materials also include a structured implementation roadmap with defined milestones across the first 30, 60, and 90 days of implementation to support ongoing monitoring and sustained educator progress. Together, these resources provide instructional leaders with guidance and tools to support effective implementation of the materials.

The “Leadership Strategies for Effective Program Launch” professional learning course provides instructional leaders with guidance for implementing the materials as designed. Guidance within the course includes information about program structure, pacing recommendations, and instructional strategies to support effective implementation and educator support across instructional settings. Additionally, the materials include implementation resources that support instructional leaders in monitoring educator use and student progress. For example, the implementation roadmap outlines key milestones across the first 30, 60, and 90 days to support a structured implementation process and ongoing educator development. The materials also provide data analysis resources, including placement reports, that help instructional leaders and educators identify student skill needs and target instruction based on performance data.

Evaluation for 1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.

This guidance is not applicable because the program is not designed to be static.

Evaluation for 1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.

The adaptive materials include lesson overviews with learning objectives aligned to the TEKS and provide flexibility for educators to adjust instruction based on student performance and instructional needs. Lesson overviews present multiple instructional pathways that support differentiated instruction and allow educators to respond to student progress within the adaptive platform. Additionally, the materials include lesson components with suggested implementation structures and integrated assessment resources that provide real-time performance data to support instructional decision-making. For example, assessment resources within the materials allow educators to analyze student performance across individuals, small groups, and the entire class to identify learning gaps and determine targeted instructional support. These TEKS-aligned assessment tools support differentiated instruction, reteaching opportunities, and ongoing progress monitoring. However, while the materials consistently align lesson objectives and assessment resources to the TEKS, the materials do not include learning objectives or assessment resources aligned to the ELPS.

The materials include detailed lesson overviews with TEKS-aligned learning objectives, lesson components, and pacing guidance to support instructional planning and implementation. For example, in the “Finding 10 or 100 More or Less Using Place Value” lesson, the overview includes the learning objective, prerequisite skills, suggested timeframe, lesson structure, instructional materials, and key vocabulary. These components help educators organize the lesson within the adaptive learning environment. Other instructional components are designed to support coherent implementation and differentiated instruction based on student needs. Guidance throughout the lesson connects activities and instructional supports to TEKS-aligned objectives while providing pacing recommendations for effective lesson delivery. However, while the lesson overview includes TEKS-aligned objectives and instructional guidance, the materials do not include ELPS-aligned objectives, language supports, or explicit references to the ELPS.

Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).

The materials include family support resources in English and Spanish that provide guidance for supporting student learning at home. The “Creating Connections: Bringing Math to Life at Home” professional development materials introduce caregivers to strategies for supporting mathematical learning beyond the classroom, including opportunities for mathematical discussions, home-based explorations, and using the program effectively.

Caregivers are guided on accessing the “Caregiver Center” so they can support ongoing engagement with their student’s learning. For example, the “Caregiver Center” resources guide families in viewing student progress by skill, interpreting progress information, and accessing recommendations and home-based activities to support continued learning. The Spanish “Caregiver Center 101” materials provide equivalent guidance for accessing the “Caregiver Center,” monitoring student progress, and supporting learning through activities completed at home, which ensures that families can engage with student learning in their preferred language.

Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.

The materials include definitions and intended purposes for the instructional assessment types used within the adaptive program. The Assessment and Reporting Guide explains how embedded, real-time, and developmentally appropriate assessments are designed to guide educators on learning, monitoring student progress, and supporting individualized instruction. The materials describe how assessments are integrated into the learning experience and used to inform instructional decision-making throughout the program.

The Assessment and Reporting Guide also defines placement assessments as adaptive activities administered at the beginning of a student’s learning journey to determine current proficiency levels and establish personalized learning pathways. The materials describe formative assessments embedded within learning activities that generate measurable data on student understanding and dynamically adjust scaffolds, feedback, and learning pathways based on student performance. Additionally, the reporting guidance explains how assessment data supports curricular planning, targeted instruction, progress monitoring, and differentiated instructional support for individual students and groups.

Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.

Educators are guided on supporting the consistent and accurate administration of instructional assessments within the adaptive learning program. The program automatically administers placement assessments to all students. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy explains the different proficiency levels and how the placement test establishes individualized learning pathways for students. The materials also specify that students should complete placement activities independently to ensure accurate identification of student strengths and instructional needs.

The materials explain how educators continuously evaluate student performance through embedded, real-time assessments that inform instructional decisions and learning progression. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy describes how educators use assessment data to determine whether students demonstrate mastery, require additional practice, or need reinforcement of prerequisite skills. Additionally, the materials explain how the adaptive engine consistently refines student learning pathways based on ongoing performance data, supporting reliable instructional recommendations and differentiated support.

Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.

The materials describe general instructional supports within the adaptive learning program, including audio instructions, visual cues, vocabulary supports, and multilingual learner scaffolds designed to support access to instructional content. The materials also explain that students may receive scaffolded support, modeling, and simplified representations during learning activities to support differentiated instruction and accessibility within the adaptive platform.


However, the materials do not include sufficient evidence demonstrating that digital assessments provide printable versions or accommodations that educators can enable or disable for individual students during assessment administration. Additionally, the materials do not explicitly identify assessment-specific text-to-speech tools, content and language supports with educator-controlled settings or calculator accommodations within the digital assessment system. As a result, the materials do not provide evidence that the identified assessment accommodations are available or configurable for individual student assessment needs.

Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.

The materials include diagnostic assessments with TEKS-aligned interactive tasks and item types embedded within the adaptive placement activities. The sample placement activities demonstrate multiple interactive formats that require students to engage directly with digital tasks as part of the diagnostic process. These interactive item types support student engagement and allow the adaptive system to collect performance data used to determine instructional placement and personalized learning pathways.

However, the materials do not include diagnostic assessment tasks with varying levels of complexity. While the placement activities include interactive item formats, the evidence reflects a single level of task demand within each activity and does not show progression across multiple complexity levels. As a result, the materials provide evidence of multiple interactive item types but do not provide sufficient evidence demonstrating diagnostic assessment tasks with varying levels of complexity aligned to the indicator criteria.

Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.

The materials include formative assessments with TEKS-aligned interactive tasks. The sample formative assessment activities demonstrate multiple interactive item types that require students to engage directly with digital tasks as part of ongoing progress monitoring and instructional adjustment. These interactive formats support the collection of real-time performance data used to personalize learning pathways and guide instructional decisions within the adaptive program.

However, the materials do not include formative assessment tasks with varying levels of complexity. While the formative activities include multiple interactive item types, the evidence provided reflects a single level of task demand within each activity and does not clearly demonstrate progression across multiple levels of complexity. As a result, the materials provide evidence of multiple interactive item types within formative assessments but do not provide sufficient evidence demonstrating varying levels of complexity aligned to the indicator criteria.

Evaluation for 2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.

Educators are provided with instructional assessments that include scoring information and guidance for interpreting student performance through reporting tools and assessment dashboards. The Assessment and Reporting Guide describes assessment overviews, placement reports, growth reports, and progress dashboards that provide educators with information about student proficiency, growth, and skill development. The materials also explain how assessment data can be used to monitor progress, identify instructional needs, and support differentiated instruction for individuals and groups.

The materials guide interpreting student performance through visual reports and data summaries aligned to student progress within the adaptive learning pathways. Educators can access information related to student placement, standards progress, and performance trends to inform instructional decision-making. However, the materials do not include rationales explaining why individual assessment responses are correct or incorrect. The materials do not provide item-specific explanations or instructional rationales tied to student responses within the assessment system.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

Educators are guided on using included tasks and activities to respond to student trends in performance on assessments. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy explains how educators can use student performance data, progress monitoring tools, and reporting features to identify learning trends and make instructional decisions within the adaptive learning environment. The materials describe how educators can analyze student progress and use assessment information to determine appropriate instructional supports, grouping strategies, and targeted activities.

Educators are guided on extending differentiated instruction beyond the digital platform through educator-led instructional responses to student performance trends. The materials explain how educators can use visibility tools and assessment reports to identify areas of need and assign targeted lessons, prerequisite skill practice, intervention activities, or enrichment opportunities based on student performance data. Educators are supported on instructional decision-making for individual students, small groups, and whole-class instruction in response to ongoing assessment results.

Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.

Educators are provided with tools to track student progress and growth through the educator dashboard and automated reporting features within the adaptive platform. For example, professional learning videos explain how educators can access whole-class and individual student data to monitor student performance, identify instructional needs, and analyze growth over time. The materials also include real-time assessment reports and visual data displays that support instructional decision-making and progress monitoring. The educator dashboard compiles student assessment data into graphs and reports that highlight strengths, areas of need, mastered skills, class trends, and individual student growth. These reporting tools support educators in monitoring ongoing progress and adjusting instruction based on student performance data.

However, the materials do not provide tools that allow students to independently track or monitor their progress and growth within the program. The materials do not include student-facing growth trackers, reflection tools, goal-setting features, or progress-monitoring resources designed for student use.

Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.

This guidance is not applicable because the program is not designed to be static.

Evaluation for 2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.

The materials provide educators with frequent checks for understanding throughout lessons and activities through embedded formative assessment opportunities and real-time instructional adjustments. Guidance within the professional learning video and student experience activity demonstrates how the adaptive program continuously evaluates student performance during instruction to determine appropriate pacing, sequencing, and instructional supports. These embedded checks for understanding allow the program to respond dynamically to student needs as they progress through learning activities.

The materials provide immediate feedback and differentiated support during instructional tasks to reinforce student understanding and support mastery of skills. For example, students receive prompts, highlighted digits, corrective feedback, and helpful tips during activities to guide task completion and address misconceptions in real time. The adaptive platform also adjusts lesson complexity and provides targeted practice opportunities based on student responses, ensuring that checks for understanding occur at key points throughout lessons and activities.

Evaluation for 3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.

The materials include explicit educator guidance and scaffolded supports for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy explains how the adaptive program provides layered scaffolds, targeted instruction, corrective feedback, and foundational practice opportunities to support students as they work toward mastery. The materials also describe how instructional supports are adjusted based on student performance to ensure students receive appropriate intervention and reinforcement when learning gaps are identified.

In the Guide to Differentiated Instruction in My Reading Academy and My Math Academy, the “Instructional Design That Supports Diverse Learners” resource describes how educators provide students who struggle with step-by-step guidance, scaffolded support, simplified representations, and immediate corrective feedback during instructional activities. The materials also explain how the program guides students to prerequisite skills for reinforcement and supplies educators with detailed reports and recommendations for targeted interventions in one-on-one or small-group instructional settings. Additionally, the adaptive learning pathways enable students to revisit foundational concepts and receive differentiated support tailored to individual learning needs.

Evaluation for 3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.

Educators are provided with explicit guidance for pre-teaching language supports that develop academic vocabulary and support students with unfamiliar references in text. For example, in the “Jumping the Number Line—10 and 100 More or Less” lesson, educators are directed to post and introduce key academic terms, including open number line, jump arc, +10 arc, −10 arc, +100 arc, −100 arc, and landmark number. Before direct instruction, educators introduce the open number line and explicitly establish how its features will be used, including anchor points, arc size and direction, starting numbers, and landing numbers. Students then compare unlabeled +10 and +100 arcs and use place-value reasoning to explain their meanings, which provides pre-teaching support for both the lesson’s academic vocabulary and unfamiliar mathematical representations and references.

Educators are also provided with embedded supports for academic vocabulary and unfamiliar references throughout lesson delivery. Educators explicitly model and connect terms such as jump, arc, landmark, and digit to visual number-line representations and place-value relationships, while guided practice requires students to label representations and use academic sentences to explain their reasoning. The multilingual learner (MLL) supports further scaffold students’ use and understanding of mathematical language through differentiated sentence frames and prompts across ELPS proficiency levels. Students progress from labeling arcs and digit changes to explaining relationships among jump size, place value, and representations using increasingly complex academic language.

Evaluation for 3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.

Educators are provided with explicit guidance on enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy explains how the adaptive learning system continuously analyzes student performance and adjusts learning pathways to provide appropriately challenging instruction. The materials describe how students demonstrating readiness may accelerate through content, engage in advanced learning activities, and progress beyond grade-level expectations through individualized adaptive pathways.

Educators are also guided on offering advanced learners enrichment opportunities that promote higher-order thinking and continued academic growth. When students demonstrate mastery, educators encourage them to engage with advanced activities, progress through the program at an accelerated pace, and tackle more complex learning experiences without unnecessary repetition. Advanced students are provided with appropriately challenging instruction while helping them maintain conceptual understanding and skill mastery.

Evaluation for 3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.

The digital materials offer instructional supports that increase accessibility for diverse learners in the adaptive learning environment. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy, especially the “Instructional Design that Supports Diverse Learners” resource, highlights features such as audio instructions, visual cues, vocabulary supports, modeled language, sentence frames, and interactive scaffolds. These features help students comprehend and engage with instruction. The materials also outline supports for MLLs at various levels of English language proficiency. However, educators can not enable or disable accommodations for individual students in the digital materials. Although the materials mention audio and language supports, they do not provide clear evidence that educators can control accommodation settings or individually activate and deactivate these supports. Furthermore, the materials do not include a calculator on the digital platform.

Evaluation for 3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.

Educators are guided on offering students multiple options for demonstrating their understanding of mathematical concepts. For example, the “Universal Design Reference Sheet” provides a lesson planning template and encourages educators to incorporate multiple means of action and expression, allowing students to respond, show understanding, and engage in flexible problem-solving in various ways. The materials focus on content mastery rather than a single response format and support student choice and autonomy in demonstrating learning. This guidance enables students to perform, express, and represent their understanding through diverse instructional approaches and response methods. The reference sheet further encourages educators to model different approaches, use multimedia resources, integrate hands-on and interactive models, connect to prior knowledge, offer clear language supports, provide planning and organization tools, and employ flexible problem-solving strategies. These supports increase access to learning and give students varied opportunities to communicate their mathematical understanding while building independence and engagement.

Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.

Educators are provided with explicit prompts and guidance for activating prior knowledge and anchoring instruction in overarching mathematical ideas. For example, in the “Jumping the Number Line — 10 and 100 More or Less” lesson, educators activate prior knowledge by asking students to determine 10 more and 100 more than 347 and compare the resulting distances on a number line. Educators then connect this prior understanding to the lesson’s central idea that adding or subtracting 10 and 100 follows the same place-value structure at different positions. The lesson explicitly establishes the relationship between the two quantities by explaining that a +100 jump is 10 times as large as a +10 jump and that the size of the jump determines which place-value digit changes.

Educators are also provided with explicit guidance for highlighting and connecting key patterns, features, and relationships through multiple means of representation. For example, educators model ±10 and ±100 using proportionally sized jump arcs on an open number line, numerical changes in place-value digits, oral questioning and discussion, and written explanation sentences. Students compare the visual length of the arcs with the magnitude of the numerical change and identify the pattern connecting short ±10 jumps to changes in the tens digit and long ±100 jumps to changes in the hundreds digit. The lesson extends these connections to bridging situations by having students compare how the same place-value rule operates when 10 tens are composed into a hundred or 10 hundreds into a thousand, using number-line landmarks, symbolic numbers, and mathematical explanations to make the relationship visible

Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.

This guidance is not applicable because the program is not designed to be static.

Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.

Educators are provided with multi-tiered intervention methods across a variety of instructional practices and structures. The Guide to Differentiated Instruction in My Reading Academy and My Math Academy shows how educators use student performance data to identify instructional needs and provide targeted support through individualized digital practice, educator-led instruction, collaborative learning experiences, discussion-based activities, and hands-on learning opportunities. The materials recommend “Extend the Learning” activities based on student performance, designed to reinforce targeted skills through multiple instructional approaches. These resources help educators provide intervention and reinforcement through varied practice formats while maintaining alignment with student learning needs.

Educators are provided with guidance to support the effective implementation of multi-tiered intervention methods across individual, small-group, and whole-class instructional settings. Through the Educator Center, educators can access real-time student data, recommended student groupings, align instructional resources, and view performance-based recommendations to inform intervention decisions. Additionally, the “Mastery AI Assistant” provides targeted instructional suggestions, scaffolding strategies, and activity recommendations aligned to student needs. The materials explicitly support implementation within the Multi-Tiered System of Supports (MTSS) and Response to Intervention (RTI) frameworks by guiding educators in providing differentiated levels of support as students continue to progress through personalized learning pathways.

Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.

The materials offer enrichment and extension methods that promote multiple forms of student engagement through performance-based “Take Action” activities recommended within the Educator Center. The TEKS Guide for My Math Academy helps educators use these offline activities to reinforce or extend learning beyond the digital platform and align them to specific student needs identified through assessment and performance data. The activities foster varied forms of engagement, including hands-on learning, collaborative discussions, educator-guided instruction, and independent application of skills, allowing students to deepen understanding through multiple instructional approaches.

Educators are guided on effectively implementing enrichment and extension opportunities. In the Educator Center, educators are provided with recommended targeted activities based on student performance and recommendations on determining appropriate next steps for learning. Additionally, the materials explain how enrichment and extension activities may be implemented in one-on-one, small-group, or whole-class settings. These materials enable educators to provide differentiated opportunities that extend student learning while addressing individual strengths and needs.

Evaluation for 3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.

Educators are provided with prompts and guidance on providing timely feedback during lesson delivery. For example, in the “What Does It Cost to Borrow? Introducing Lending Costs” lesson, educators are provided with prompts that have specific language they can use in response to student performance. When students correctly identify costs, educators are prompted to extend their thinking by asking whether a borrower’s cost could ever be zero and how lending might be affected if it were always free.

Educators are guided on responding to misconceptions as they occur. For example, in the “What Does It Cost to Borrow?” lesson, when a student incorrectly states that only the borrower has a cost, the educator is directed to refocus the student on the lender’s inability to use money while it is loaned and prompt the student to identify the associated cost. These response-contingent prompts provide educators with both when to provide feedback and how to respond based on student understanding, demonstrating timely feedback during lesson delivery.

Evaluation for 3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.

This guidance is not applicable because the program is not designed to be static.

Evaluation for 3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.

The Guide to Differentiated Instruction in My Reading Academy and My Math Academy provides adaptive materials with embedded linguistic accommodations for students with three English proficiency levels. The materials offer MLL supports for emerging/beginning, developing/intermediate, and expanding/advanced levels. For emerging/beginning students, the materials use visuals, gestures, modeled language, and explicit vocabulary instruction. For developing/intermediate learners, the materials provide sentence frames, structured partner talk, and targeted questioning. Expanding/advanced students receive support to produce independent and extended academic language.

The “Instructional Design That Supports Diverse Learners” section shows how instruction incorporates linguistic accommodations, including audio supports, visual cues, vocabulary supports, interactive experiences, and educator-guided instruction. These supports help students access grade-level content and develop academic language. The materials aim to align with ELPS expectations by moving students from supported comprehension to linguistically accommodated academic discourse. However, the materials reference only three proficiency levels, not all four defined by the ELPS.

Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.

Educators are guided on effectively using the materials in state-approved bilingual and ESL programs. The Guide to Differentiated Instruction in My Math Academy and My Reading Academy states that the program is designed to integrate with Texas state-approved bilingual and ESL program models. It provides specific guidance for implementation within ESL, Transitional Bilingual Education (TBE), Dual Language Immersion (DLI), and language-enrichment programs.

In ESL programs, educators may use the program as a supplemental resource during ESL instructional time or alongside direct ESL instruction and incorporate the program’s Language Objectives into ESL lesson-planning documentation. For TBE, the guidance describes using English-language instruction and language objectives alongside primary-language materials to support concept continuity during the transition to English academic instruction. In DLI programs, students are supported with consistent academic vocabulary, mathematical discourse routines, visual and contextual supports, and anchor vocabulary as they engage with mathematics across both language contexts. The materials also describe how the adaptive system supports students within language-enrichment programs according to their current level of English acquisition.

Evaluation for 3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

The materials include embedded guidance to support emergent bilingual (EB) students in developing academic vocabulary, increasing comprehension, and building background knowledge through oral and written discourse. For example, in the “Jumping the Number Line– 10 and 100 More or Less” lesson, the MLL supports activate background knowledge by having students compare short and long arcs and connect the visual difference in arc length to the mathematical relationship between 10 and 100. The lesson then provides differentiated language scaffolds across ELPS proficiency levels that support students in orally explaining number-line jumps, changes in place-value digits, and relationships between +10 and -10 and +100 and -100 using increasingly complex academic language.

The materials embed written discourse throughout the lesson to reinforce vocabulary and comprehension. The “Language Objective” requires students to label number-line jumps and write explanation sentences describing how the size of a jump changes a particular digit. During guided and independent practice, students write academic sentences for their representations, explain bridging trades, compare the results of different jumps, and explain how arc size identifies the place-value position that changes. The check for understanding and exit ticket continue this written application by requiring students to represent all four operations and explain the mathematical relationship between the representations.

Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.

Students are offered practice opportunities across the learning pathways that require them to demonstrate a deep understanding aligned with the TEKS. For example, in the “Equal Groups to Arrays” digital lesson, students engage with tasks where they select an array model to represent a real-world multiplication scenario involving equal groups. Students determine which array matches a situation such as “The rose garden has three rows of two rose bushes each,” which prompts them to connect a contextual situation to a visual representation of multiplication. This requires students to examine the relationship between rows and the number of items in each row and apply their understanding of equal groups to identify the correct model.

The materials include instructional assessments within the adaptive learning pathways that prompt students to apply TEKS-aligned concepts and skills. These tasks ask students to interpret mathematical situations, make connections across representations, and use conceptual understanding to solve problems. Student responses are then used to evaluate mastery and inform progression through future learning activities, ensuring that both practice and assessment opportunities reflect the intended depth and rigor of the TEKS.

Evaluation for 4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.

The materials include questions and tasks that increase in rigor and complexity toward grade-level proficiency in the mathematics TEKS. For example, in the “The Cone–One Curved Surface, One Flat Face, One Vertex” lesson, students progress from identifying the four defining attributes of a cone to comparing cones with spheres and cylinders and justifying how specific attributes distinguish the solids. During guided and independent practice, students record and label attributes, analyze solids presented in different orientations, compare attribute values, determine which attributes are most useful for distinguishing solids, and justify their conclusions using mathematical evidence.

The materials provide enrichment and extension that increase in rigor beyond grade 2 expectations. After students demonstrate proficiency with the grade 2 standard, the lesson provides a challenge activity for those above grade level. Students analyze a frustum, determine its curved surfaces, flat faces, edges, and vertices, compare it with required three-dimensional solids, and determine which attribute checks establish that it is neither a cone nor a cylinder. This task extends the same attribute-based reasoning developed in the grade-level lesson to an unfamiliar and more complex solid, requiring students to transfer and apply their understanding beyond the grade 2 standard.

Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.

The materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and mathematical relationships. For example, students model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined. In the “Equal Groups to Repeated Addition Expression” lesson, students learn to represent equal groups of objects, such as apples, using repeated addition expressions. The “Repeated Addition Expression to Equal Groups” lesson builds on this understanding by having students use concrete objects to model a given repeated addition expression. In the “Verbal Description to Repeated Addition Expression” lesson, students connect contextual word problems to repeated addition expressions, reinforcing the relationship between equal groups, repeated addition, and the foundational concepts of multiplication.

Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.

The materials demonstrate vertical coherence across concepts and grade bands by developing students’ understanding of quantity, operations, and fractions through increasingly sophisticated reasoning. For example, in grade 1, students solve addition and subtraction word problems within 20 by analyzing quantities, relationships, and real-world situations using equations, drawings, and mathematical discourse. This establishes a foundational understanding of number relationships and problem-solving. In grade 2, students extend their understanding of part-whole relationships by working with fractions, repeatedly combining fractional units such as halves, thirds, and fourths to build whole numbers and fractions greater than one. Students connect fractional parts to whole quantities and reason about how equal parts relate to a whole. In grade 3, students deepen fraction understanding by representing, comparing, and creating equal fractional parts of shapes. They explore relationships among halves, thirds, fourths, sixths, and eighths, recognizing patterns in how partitions of a whole create different fractional units.

Across the grade bands, the materials connect the big ideas of part-whole relationships, equivalence, and mathematical reasoning. Students progress from whole-number operations to increasingly sophisticated fraction concepts that support future learning in upper elementary mathematics.

Evaluation for 4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.

The materials demonstrate coherence across lessons and activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts being learned in the current grade level and to those that will be developed in future grades. For example, in grade 2, students use concrete and pictorial models to compose and decompose numbers up to 1,200 in multiple ways as a sum of hundreds, tens, and ones.

In the “Ice Castles Game Count 3D Numbers Assess” digital lesson, students use base 10 blocks to build three-digit numbers, reinforcing previously learned place-value concepts. In the “Ice Castles Game Show a Different Way 3D Numbers Teach” lesson, students build on their understanding of grouping by recognizing that 10 tens make one hundred and by composing numbers in multiple ways, such as representing 100 with 10 tens rods or representing 450 as three hundreds and 15 tens. These activities connect foundational place-value procedures to more advanced number composition and decomposition concepts, supporting both current grade-level learning and future work with larger numbers and operations.

Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.

The Guide to Differentiated Instruction in My Math Academy and My Reading Academy explains that the “Knowledge Map” is a nonlinear network of skills that allows students to move forward, revisit prerequisite skills, or follow different pathways according to demonstrated learning needs. As students progress, the adaptive program evaluates performance after each activity and determines whether students should advance, receive additional practice, or return to prerequisite content for reinforcement.

The adaptive program provides intermittent mastery checks that revisit previously learned content at intervals even after students have demonstrated mastery. These checks occur systematically as students progress rather than only in response to incorrect performance, providing repeated opportunities to retrieve previously learned skills and concepts after time has elapsed. The materials explain that this structure supports retention and allows the program to identify and address gaps in previously learned content as new learning accumulates.

Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.

The Guide to Differentiated Instruction in My Math Academy and My Reading Academy identifies interleaved practice as an intentional practice structure designed to support long-term learning. Through the Student Activity Center, students are presented with activities from three different mathematical domains simultaneously rather than engaging exclusively in blocked practice focused on a single skill or concept.

As students move among the different mathematical domains within a session, they encounter varied problem types and mathematical contexts that require them to draw upon previously learned skills and strategies. This structure provides repeated opportunities for students to select and apply prior learning across different content areas rather than practicing one type of mathematics in isolation. The materials explain that this variety promotes flexible thinking and integration of mathematical knowledge, demonstrating interleaved practice with previously learned skills and concepts across learning pathways.

Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.

The materials provide opportunities for students to interpret and analyze mathematical models and representations. For example, in the “Array to Repeated Addition Expression” lesson, students examine arrays and create repeated-addition expressions that match the quantities represented. Students analyze an array with two rows of four flowers and write the expression “4 + 4.” Additional tasks include arrays with different row and column arrangements, where students are required to interpret the quantities shown and analyze the structure of each array to determine the corresponding repeated-addition expression.

The lesson helps students connect visual models to symbolic representations by having them identify how equal groups within an array relate to repeated-addition equations. Students use the information provided in the array to generate mathematical expressions that accurately represent the model.

Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.

Students have opportunities to create concrete models of mathematical situations. For example, in the “Repeated Addition Expression to Array” digital lesson, students are presented with repeated-addition expressions representing quantities in a garden and are directed to build arrays that match the expressions. Students create an array with five rows of three flowers to represent the expression 3 + 3 + 3 + 3 + 3. These tasks require students to construct models that represent equal groups and the quantities described in the mathematical situation.

Students also have opportunities to create pictorial representations of mathematical situations. Students generate arrays to visually represent repeated-addition expressions and demonstrate the relationship between equal groups and repeated addition. As students create arrays for multiple expressions, they represent mathematical situations through organized visual models while connecting symbolic expressions to pictorial representations.

Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.

Students have opportunities to apply conceptual understanding in new situations and contexts. For example, in the “Brenda’s Bank Account” lesson, students use their understanding of addition and subtraction to manage money in a bank account. Working in small groups, students use deposit and withdrawal slips to model financial transactions, determine how money is added to or removed from an account, and calculate the remaining balance after a series of transactions. This activity applies mathematical concepts within a real-world financial context. The lesson moves beyond procedural computation by engaging students in creating and analyzing a sequence of banking transactions. Students make decisions about deposit and withdrawal amounts, explain how each transaction affects the account balance, and justify how they determined the remaining amount. These activities support the application of addition and subtraction concepts in a meaningful context while strengthening financial literacy connections.

Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.

Students are provided with tasks designed to build the automaticity that is necessary to complete grade-level mathematical tasks. For example, in the “Rafting Sub Near Doubles” digital lesson, students repeatedly solve subtraction expressions involving near-doubles relationships, such as 9 − 4, 11 − 6, and 17 − 9, to guide a game character safely through a river. Students must identify the correct difference from answer choices presented within the game environment. By being repeatedly exposed to related subtraction facts, students are supported in developing automatic recall of number relationships and efficient computation strategies.

Students also have tasks designed to build the fluency necessary to complete grade-level mathematical tasks. For example, throughout the lesson, students solve a sequence of subtraction problems that require accurate and timely responses in order to advance through the activity. The game-based format encourages repeated practice while reinforcing computational accuracy and efficiency. These opportunities support the development of subtraction fluency and help students apply fact relationships with increasing speed and confidence to complete grade-level mathematical tasks.

Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.

The materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures. For example, in the Grade 2 lesson "Build It - Concrete Place Value to 1,200," students use base-ten blocks and place-value charts to compose and decompose numbers through 1,200. During direct instruction, students represent 472 using 4 hundreds, 7 tens, and 2 ones before regrouping the same quantity as 3 hundreds, 17 tens, and 2 ones. Students apply efficient place-value procedures by exchanging equivalent units and verifying that the numerical value remains unchanged.

The materials provide opportunities for students to practice flexible procedures by creating and comparing multiple equivalent decompositions. During guided practice, students build 1,200 using 1 thousand and 2 hundreds before creating at least three additional models through different place-value trades. Students also practice accurate procedures by evaluating multiple representations of 1,175, identifying incorrect models, and regrouping units to verify their reasoning. Independent practice and checks for understanding provide additional opportunities to apply different regrouping procedures, verify equivalent quantities, and explain how multiple decompositions represent the same number.

Evaluation for 5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.

Students have opportunities to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways. For example, in the “Word Problems: Addition and Subtraction Within 100” lesson, students engage in the “Three Reads” instructional routine to analyze word problems, identify relationships among quantities and units, generate mathematical questions, and determine appropriate solution pathways. Students select questions to solve; represent their thinking using equations, drawings, and mathematical tools; and communicate their reasoning using mathematical language and representations.

The lesson includes structured opportunities for students to evaluate the accuracy and reasonableness of solutions by discussing relationships among quantities, comparing answers, and explaining how representations support problem-solving. Students are encouraged to use and compare multiple representations, including drawings, equations, base 10 blocks, open number lines, and bar models. During class discourse, students share strategies, explain their reasoning, consider alternative approaches, and discuss whether different methods produce valid solutions. Students are asked whether a problem was solved in a different way, and peers are encouraged to agree, disagree, or add to another student’s explanation. These prompts provide opportunities for evaluating mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy.

Evaluation for 5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.

Students are guided in developing and selecting increasingly efficient strategies for solving mathematical problems. For example, in the “Word Problems: Adding and Subtracting Common Lengths Within 100” lesson, students engage in the “Three Reads” instructional routine, which supports them in making sense of problem situations before choosing a solution strategy. Students first visualize the context, then identify important quantities and units, and finally consider mathematical questions that can be answered using the information provided. Throughout the process, students are encouraged to analyze relationships among quantities and determine appropriate approaches for solving the problem. The lesson offers multiple opportunities for students to use equations, drawings, and mathematical tools such as rulers, number lines, base 10 blocks, and connecting cubes to represent and solve problems. Students select questions to solve, justify their reasoning, and share their thinking during partner and whole-group discussions. Educator prompts encourage students to evaluate the reasonableness of solutions, compare different representations and strategies, and consider alternative approaches. These experiences support students in refining their problem-solving methods and selecting increasingly efficient strategies over time.

Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.

The materials clearly address both the conceptual and procedural expectations of the TEKS. For example, in the “Different Ways to Subtract” activity, students build conceptual understanding by exploring and discussing multiple strategies for solving subtraction problems. Students solve expressions such as 9 – 4 and 15 – 7. They explain their reasoning using approaches including counting on, thinking addition, taking away, and modeling with connecting cubes or drawings on a dry-erase board. Through these experiences, students connect subtraction procedures to underlying mathematical concepts and justify how their strategies lead to the correct difference.

The materials support procedural fluency by providing opportunities for students to compare and apply different subtraction methods. After sharing solutions, students discuss whether different approaches produce the same result and consider which methods may be more efficient. Students work collaboratively to solve subtraction facts using at least two strategies and reflect on the effectiveness of each approach. The lesson culminates with students sharing and defending their preferred subtraction strategy, allowing them to analyze, compare, and refine mathematical procedures while developing fluency with subtraction.

Evaluation for 5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.

The materials explicitly state how the program addresses both the conceptual and procedural emphasis of the TEKS. For example, in the “Different Ways to Subtract” lesson, students discuss and model multiple approaches for solving subtraction facts. Students are presented with subtraction expressions, such as 9 – 4 and 15 – 7, and are prompted to explain how they found the difference. The materials include examples of subtraction strategies, including counting on, thinking addition, taking away, and using models with connecting cubes or a dry-erase board to represent mathematical thinking. Students are asked to explain and justify their approaches and demonstrate how they solved each subtraction fact.

The materials include guidance for students to compare subtraction methods and discuss the efficiency of different procedures. After sharing subtraction strategies, students consider whether it matters how a subtraction fact is solved and discuss whether some approaches appear more efficient than others. Students then work with partners to solve subtraction facts using at least two different methods and identify efficient ways to solve each problem. The lesson concludes with students sharing their preferred subtraction strategy, providing opportunities to discuss and compare mathematical procedures while solving subtraction problems.

Evaluation for 5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.

The materials include supports for students to connect concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS. For example, in the “Shapey Party Regrouping 10s and 1s” digital lesson, students connect base 10 block representations to symbolic subtraction expressions involving three-digit numbers. Students solve subtraction problems, such as 658 − 374, by representing quantities with hundreds, tens, and ones and relating those representations to the numbers shown in the equation. As quantities are removed from the models, students connect the actions performed with the base 10 blocks to the subtraction situation represented by the symbolic expression.

The materials provide opportunities for students to create concrete and representational models that correspond to abstract subtraction procedures. Students build three-digit numbers using base 10 blocks, remove hundreds, tens, and ones to model subtraction, and regroup units when necessary to determine differences. Through repeated opportunities to model subtraction situations, students create representations that correspond to symbolic subtraction equations and use those representations to support problem solving with regrouping.

The lesson includes additional supports that connect models to abstract mathematical procedures. When students experience difficulty with the subtraction algorithm, base-ten block representations are provided to support understanding of the subtraction task. An accompanying offline activity extends learning through the use of physical base 10 blocks to model subtraction with regrouping. However, while opportunities are provided for students to connect and create concrete and representational models, the lesson does not include opportunities for students to define or explain the relationship between the models and the abstract subtraction procedure.

Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.

Students have opportunities to develop academic mathematical language using visuals, manipulatives, or other language development strategies. For example, in the “Verbal Description to Repeated Addition Expression” digital lesson, students are presented with a contextual situation involving equal groups and are shown a visual model of five bags containing four apples each. The lesson introduces repeated addition language by connecting the visual representation to a repeated addition sentence. The materials provide opportunities for students to connect academic mathematical language to visual and symbolic representations. Students view a repeated addition expression, 4 + 4 + 4 + 4 + 4, while hearing explanations that the number four is repeated five times and can be represented as a repeated addition sentence. Mathematical vocabulary, including repeated, addition sentence, and plus, is modeled and reinforced as students connect the verbal description, visual model, and numerical representation. This routine supports the development of academic mathematical language through language-development strategies and visual supports.

Evaluation for 5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.

The materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators. For example, in the “Find the Mistake! (Regrouping 10s and 1s)” activity, students analyze addition problems containing regrouping errors and discuss why an incorrect solution was produced. Educators are directed to facilitate conversations about place-value concepts and regrouping while emphasizing mathematical vocabulary including digit, hundreds, tens, ones, regroup, and sum. Students work with partners or small groups to identify errors and use the targeted vocabulary during mathematical discussions.

Students are guided on the use of academic mathematical vocabulary through educator questioning, structured discussions, and English Learner Supports. Educators prompt students to discuss why digits must be aligned by place value and why regrouping is necessary when solving addition problems. Students are encouraged to use mathematical terms when explaining mistakes and discussing solutions with peers. Additional supports, including sentence frames such as “I think that ___ is the correct sum because ___” and “This sum is incorrect because ___,” extend students’ use of mathematical language by requiring them to justify their reasoning and communicate mathematical ideas in context.

Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.

Educators are guided on supporting student application of appropriate mathematical language and academic vocabulary in discourse. For example, in the “Word Problems: Addition and Subtraction Within 100” lesson, the materials provide educators with guidance, mathematical representations, and structured discussions to support students’ use of academic mathematical vocabulary. Students use terms such as amount, equation, solution, and unit while analyzing word problems, writing equations, creating drawings, and explaining their solution strategies. The educator guide encourages partner and whole-class discussions in which students identify quantities and units, describe relationships among amounts, generate mathematical questions, justify their reasoning, and compare different solution methods. MLL supports also extend students’ mathematical language by encouraging students to label equations and representations, explain their thinking, and provide feedback on peers’ work using appropriate mathematical vocabulary.

Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.

The materials include the “Word Problems: Adding and Subtracting Common Lengths Within 100” lesson, which provides embedded guidance to facilitate mathematical conversations that allow students to hear, refine, and use mathematical language with peers. Throughout the “Three Reads” instructional routine, students discuss the context of word problems, identify and describe amounts and units, analyze relationships among quantities, and generate mathematical questions related to the problem situation. Students work in partnerships to select and solve mathematical questions, discuss strategies, and represent their thinking using equations and drawings before sharing their reasoning with the class.

The materials also provide explicit guidance for facilitating mathematical discourse through partner discussions and whole-group conversations. Educators are directed to prompt students to share strategies, respond to classmates’ reasoning, retell explanations, compare approaches, and discuss alternative solution methods using questions such as “What do others think about what [name] said?,” “Do you agree or disagree? Why?,” and “Did anyone else choose this question, but solve it in a different way?” These structured discussion opportunities support students in hearing mathematical language from peers while refining and using mathematical language to communicate and justify their mathematical thinking.

Evaluation for 5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.

Educators are guided on supporting students as they identify and explain subtraction errors using place value reasoning and academic vocabulary. For example, in a lesson, the students are presented with two subtraction equations (84 – 37 = 47 and 84 – 37 = 53) and asked to determine which is correct and explain their reasoning. The lesson anticipates a variety of student responses, including correct identification of 47 as the accurate difference and misconceptions related to place value and regrouping. Guidance includes exemplar responses and prompts such as asking why 53 is incorrect and emphasizing subtraction by place value (ones to ones, tens to tens).

The materials also address common errors, such as subtracting digits in the wrong order or failing to regroup when needed. Support for correcting misunderstandings includes modeling regrouping with a place-value mat, using estimation strategies to check reasonableness, and engaging students in partner discussions with structured sentence frames.

Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.

TEKS process standards are integrated appropriately into the materials. For example, in the “Word Problems: Addition and Subtraction Within 100” lesson, students use the “Three Reads” instructional routine to solve one- and two-step addition and subtraction word problems within 100 using concrete models, pictorial models, equations, and number sentences (content). Students apply mathematics to a real-world context by analyzing the problem, identifying relevant information, generating mathematical questions, selecting solution strategies, and evaluating the reasonableness of their solutions (process). The lesson engages students in problem-solving by requiring them to represent their thinking with equations, drawings, manipulatives, and written solutions while selecting appropriate mathematical tools (process). Students communicate and justify their mathematical reasoning through partner discussions, whole-group sharing, and oral and written explanations using precise mathematical language (process). The materials allow for students to analyze relationships among quantities, compare solution strategies, and connect addition and subtraction concepts while explaining how the quantities in the story are related (process). Collaborative discussions encourage students to defend, compare, and refine their mathematical thinking while using multiple representations to model and communicate solutions (process).

Evaluation for 5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.

The My Math Academy TEKS Guide explains that every learning pathway connects to one or more of six core mathematical “big ideas,” each anchored in grade-level TEKS content standards and connected to specific TEKS process standards. The guide identifies the applicable process standards for each “big idea” and describes how students apply those standards as mathematical concepts develop across content areas and grade levels.

One example of how the standards are incorporated throughout the learning pathways is the “big idea” that “Mathematical Representations Are Equivalent.” Here, the guide explains that process standards (b)(1)(D) and (b)(1)(E) are intentionally woven throughout content as students communicate mathematical ideas and create and use multiple representations. Students progress among concrete, pictorial, and symbolic representations, while selecting appropriate tools under (b)(1)(C). The guide further explains that these process standards apply at every grade and across content strands, which demonstrates that the standards are incorporated and connected as learning progresses rather than addressed as isolated skills.

Evaluation for 5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.

The My Math Academy TEKS Guide explains that every learning pathway connects to one or more of six core mathematical “big ideas,” with each “big idea” anchored in grade-level TEKS content standards and connected to specific TEKS process standards. The guide identifies the applicable process standards for each “big idea” and describes how students engage with those standards within corresponding mathematical content and learning experiences.

With the “big idea” that “Mathematical Representations Are Equivalent,” the guide identifies process standards (b)(1)(D) and (b)(1)(E) and explains that students engage with these standards by communicating mathematical ideas through multiple representations and creating and using representations to organize, record, and communicate their thinking. The guide further describes students moving among concrete, pictorial, and symbolic representations and selecting appropriate tools, providing educators with an overview of how the identified TEKS process standards are incorporated into the corresponding instructional experiences.

Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.

Students have opportunities to think mathematically, persevere through solving problems, and make sense of mathematics. For example, in the “Word Problems: Addition and Subtraction Within 100” lesson, students engage in the “Three Reads” instructional routine to develop understanding before solving word problems. Students first visualize the context of the story, then identify quantities, units, and relationships among the numbers, and finally generate mathematical questions that can be answered using the information provided before selecting a question to solve. This routine encourages students to reason about the mathematical situation before performing calculations.

Furthermore, the lesson provides opportunities for students to persevere through problem solving by selecting questions that require one or two steps, choosing appropriate equations and representations, and working collaboratively to justify their thinking. Students use drawings, equations, manipulatives, and mathematical discourse to communicate solution strategies while the educator facilitates learning through questioning and discussion rather than providing solution procedures. During whole-group discussions, students compare multiple strategies and representations, evaluate the reasonableness of solutions, and reflect on how the “Three Reads” routine supports mathematical thinking and problem solving.

Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.

The materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks. For example, in the “Animal Care” lesson, students understand multiple solution pathways as they interpret both bar graphs and picture graphs to solve one-step addition and subtraction word problems, recognizing that the same data set can be used to generate and solve different types of questions (e.g., how many fish, horses, baby birds, or chickens Paolo has, and how many times per day the animals are fed). Students explain multiple ways to approach problems as they work in pairs to answer questions and then create their own word problems from the same graphs, allowing different representations and solution strategies to emerge through peer discussion and written responses.

The lesson also allows students to justify multiple methods of problem-solving during whole-group discussion by explaining and comparing how different professionals (e.g., doctors, pilots, businesspeople, and sports coaches) use data to make decisions. They also discuss how different questions can be posed and solved using the same graphs, reinforcing that there are multiple valid ways to interpret and solve problems using mathematical data.

Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.

Students have multiple opportunities to make sense of mathematics through doing, writing about, and discussing it with peers and educators. For example, in the “Reading Room” lesson, students work collaboratively in pairs to divide floor models into halves, thirds, fourths, and eighths using the lesson handout. Students create multiple representations of equal partitions, compare fractional parts, and complete mathematical tasks that require reasoning about the relationship between the number of equal parts and the size of each part.


Additionally, the lesson provides opportunities for students to write about mathematics by completing the lesson handout and recording representations of equal parts. Students also contribute to a class table summarizing the relationship between the number of equal parts and the size of each part. Throughout the lesson, students discuss mathematical ideas with partners and the educator as they examine examples and non-examples, compare fractional parts, explain their thinking, and participate in whole-class discussions that reinforce lesson vocabulary and key mathematical concepts.

Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.

The materials support educators in guiding students to share problem-solving approaches through explanations, arguments, and justifications. For example, in the “Word Problems: Adding and Subtracting Common Lengths Within 100” lesson, students participate in the “Three Reads” instructional routine before working collaboratively to solve self-selected word problems using equations, drawings, and mathematical representations. Students explain their thinking as they present their work, and educators encourage them to share strategies, compare multiple approaches, and explain how their representations and equations solve the selected problem.

The materials also support educators in guiding students to reflect on problem-solving approaches through explanations, arguments, and justifications. During whole-group discourse, educators prompt students to evaluate classmates’ reasoning by asking questions such as “Do you agree or disagree? Why?,” “Can anyone retell what [name] explained?,” “Did anyone solve a problem that needed two steps and equations instead of one?,” and “Did anyone else choose this question, but solve it differently?” These prompts encourage students to reflect on multiple solution strategies, compare reasoning, and consider alternative mathematical approaches.

The lesson further strengthens mathematical reflection by guiding students to evaluate the reasonableness of their solutions and justify their mathematical thinking. Educators prompt students to explain what their numbers represent, determine whether solutions make sense within the context of the problem, and communicate solutions using appropriate units, equations, and drawings. Additional MLL supports encourage students to describe mathematical strategies, explain corresponding representations, and compare different strategies for solving the same problem, providing further opportunities for reflection and mathematical discourse.

Evaluation for 6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.

The materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions. For example, in the “Reading Room” lesson, educator guidance includes questions that prompt students to explain and justify their mathematical thinking, such as “Which is more, a half of the space on the floor or a fourth of the space?,” “When the same thing is divided into more equal parts, is each part larger or smaller?,” and “If we divided the floor into six equal parts, would each part be smaller or larger than one-fourth of the floor? How can you show that this is true?” These prompts help educators elicit student reasoning and provide explanatory feedback based on students’ responses.

The materials guide educator efforts to address anticipated misconceptions related to fractional reasoning. The lesson identifies the misconception that students may believe that one-fourth is larger than one-half because the denominator four is greater than two. Educators are directed to address this misunderstanding by providing additional opportunities for students to partition the same whole into different numbers of equal parts, compare the resulting fractional pieces, and explain why increasing the number of equal parts results in smaller fractional units. This guidance supports educators in providing explanatory feedback that builds conceptual understanding.


The lesson further supports educators in responding to student thinking by encouraging students to create their own examples, compare multiple representations, and justify their conclusions using mathematical language. Through educator questioning and follow-up discussion, students refine their understanding of fraction size while educators provide feedback grounded in students’ explanations and the anticipated misconception identified within the lesson.